United States

The Physics and Astronomy Department at a large, diverse, public university has recently implemented a pedagogy training course for graduate teaching assistants (GTAs). Using survey and interview testimonies from GTAs and other lab instructors over the course of three semesters, we identify potential areas of growth that can result from taking the pedagogy course. These areas include: developing a growth mindset and asset-based thinking, identifying the need for inclusive teaching practices, and implementing such practices. To help inform future pedagogy training courses, we have identified four personas that represent key archetypes of instructors that are likely to teach physics and astronomy labs. By cross-examining both sets of data, we have observed multiple areas that each persona is likely to develop as a result of training. We aim to use these results as evidence to further demonstrate the necessity for professional development for early career instructors.

PERC SM 20

Pedagogy training for the development of GTA mindsets and inclusive teaching practices

gta pedagogy training

**Making Physics More Inclusive and Eliminating Exclusionary Practices in Physics**

As a gateway discipline to STEM majors and careers, physics plays a central role in deciding who does, and who doesn't, get to discover and pursue scientific careers. Technical and scientific professionals are rewarded with economic privilege and status which affords them both social and cultural power. Therefore, social justice will be realized only when the opportunity, and the choice, to excel in physics is open to all students. The culture and practices of the physics classroom reflect the culture of physics at large, which raises the question of how our professional physics communities can embrace, rather than inadvertently repel, a diverse group of academics that can help improve physics culture.  To this end, the 2021 Physics Education Research Conference will focus on defining inclusive spaces and practices. Additionally, we will explore strategies for eliminating exclusionary practices in our classrooms, research spaces, and professional organizations. We call on the community to propose sessions that will drive conversations related to these initiatives throughout PERC 2021.

Please download the full program [here. ](https://drive.google.com/file/d/1TRMC_SYJ3PUqXyP7sskA7LRSA8ow0eRE/view?usp=sharing)

PERC SM 21

August 4, 2021 - August 5, 2021 in a Virtual Conference Format

Making Physics More Inclusive and Eliminating Exclusionary Practices in Physics

poster

Join us in exploring emergent themes in PER as a scholarly endeavor and as a research community!  Since its inception, PER has served as a confluence of discipline, theory, research methodology, practice, and application.  How have these facets and the interplays among them been fruitful for physics education globally, regionally, locally, or otherwise?  And, how have our successes and interactions influenced the very nature of PER itself?
Following the lead of AAPT for the summer meeting, PERC 20/20 was virtual. Enjoy browsing the content.

Since its inception, PER has served as a confluence of discipline, theory, research methodology, practice, and application.  How have these facets and the interplays among them been fruitful for physics education globally, regionally, locally, or otherwise?  And, how have our successes and interactions influenced the very nature of PER itself?

Covariational reasoning---reasoning about how changes in one quantity relate to changes in another quantity---has been examined extensively in mathematics education research. Little research has been done, however, on covariational reasoning in introductory physics contexts. We explore one aspect of covariational reasoning: ``goes like'' reasoning. ``Goes like'' reasoning refers to ways physicists relate two quantities through a simplified function. For example, physicists often say that ``the electric field goes like one over r squared.'' While this reasoning mode is used regularly by physicists and physics instructors, how students make sense of and use it remains unclear. We present evidence from reasoning inventory items which indicate that many students are sense making with tools from prior math instruction, that could be developed into expert ``goes like'' thinking with direct instruction. Recommendations for further work in characterizing student sense making as a foundation for future development of instruction are made.

Exploring student facility with "goes like" reasoning in introductory physics

Research shows a correlation between physics identity and retention of students. A physics identity is deeply related to perceived self-association with the field. Indicators of identity development are enthusiasm about, connection with members of, and recognition of personal contribution to the discipline. Traditionally, informal programs have been characterized as spaces where participants engage voluntarily and have a sense of agency and autonomy. Furthermore, there are varying practices, people and places involved. For these reasons it can be difficult to study informal spaces. Therefore an intricate framework is necessary that looks at identity as a social construct, highlighting the dependency on socio-cultural environments. We operationalize Wegners Community of Practice framework to study facilitators identity formation, adapting it to include the dynamics of identity development and facilitators positionality within the community. To demonstrate the use of the framework we present analysis of the identity development of facilitators of three informal physics programs.

A Community of Practice Approach to Identity Formation-

This study examines the relationship between students' online learning behavior and overall performance in an introductory physics course. We constructed four separate linear regression models, incorporating increasing levels of contextual information, and correlating students' pass-fail events in a sequence of online learning modules with their normalized total course score. We found that the best performing model is the one that includes contextual information on instructional condition, internal condition, and learning strategy. The model shows that while most students failed on a challenging learning module, those who continued to study were more likely to obtain higher total course scores, whereas those who resorted to guessing on the following modules tended to receive lower total scores. A possible interpretation of this observation is that both high and low performing students struggle with the same challenging content, but behavior after experiencing a setback is a characteristic difference between the two cohorts. Our results also demonstrate that considering more contextual information related to each online learning event can be an effective method to improve the quality of learning analytics, leading to more accurate and actionable recommendations for instructors. The results and implications of this study are immediately relevant amid the COVID-19 pandemic, as instructors now face the challenge of abruptly switching to online learning while motivating students to continue their learning effort. Results from our analyses have already been submitted as a journal paper and will be expanded as new data from the current semester become available.

A click is more than a click: exploring the relation between students’ online learning behavior and course performance by increasing contextual information in data analysis

Given the rising importance of computation in science, it is imperative that science undergraduates develop relevant computational skills. We discuss the design of a first year Computational Science course at an R1 institution in Ireland. This course is aimed as a first step on the path to developing students computational skills within the context of science, and requires an understanding of the computational needs from across the scientific disciplines. We present preliminary results of survey data collected from academics and researchers in the college of science, with the aim of understanding who engages in computational practices, what the nature of those practices is, and how they vary across the disciplines. The taxonomy of computational thinking of Weintrop et al. (2015) is used to contextualize those skills for each of the scientific disciplines. The results will inform the course design and the articulation of graduate attributes in relation to computational skills.

Computation for Science: Engaging University Science Students in Computational Thinking

Prior research has shown that physics students often think about experimental procedures and data analysis very differently from experts. One key framework for analyzing student thinking has found that student thinking is more point-like, putting emphasis on the results of a single experimental trial, whereas set-like thinking relies on the results of many trials. Recent work, however, has found that students rarely fall into one of these two extremes, which may be a limitation of how student thinking is evaluated. Measurements of student thinking have focused on probing students procedural knowledge by asking them, for example, what steps they might take next in an experiment. Two common refrains are to collect more data, or to improve the experiment and collect better data. In both of these cases, the underlying reasons behind student responses could be based in point-like or set-like thinking. In this study we use individual student interviews to investigate how advanced physics students believe the collection of more and better data will affect the results of a classical and a quantum mechanical experiment. The results inform future frameworks and assessments for characterizing students thinking between the extremes of point and set reasoning in both classical and quantum regimes.

Student evaluation of more or better experimental data in classical and quantum mechanics - Poster

Identity development is critical to student retention in physics degree programs. Historically, research on physics identity has been conducted at Predominately White Institutions and has largely ignoring the unique identity intersections experienced by Black, Indigenous, and women of color (BIWOC) and women who identify as Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ+). In this study, we adopt the theory of identity as performance to better understand how multiply-marginalized students negotiate their multiple intersectional identities in their environments. We conducted semi-structured interviews with women who identify as racial minorities and/or as LGBTQ+ at two Hispanic Serving Institutions located in Central Texas. Our analysis focuses on the way students fragment or integrate their identities in the physics setting and how this may affect their view of themselves as physicists.

Understanding physics identity development through the identity performances of Black, Indigenous, and women of color and LGBTQ+ women in physics

We investigated how changing the physical classroom impacted graduate teaching assistant (GTA) and student behaviors in the recitation sections of an introductory algebra-based physics sequence. Using a modified version of the Laboratory Observation Protocol for Undergraduate STEM (LOPUS), we conducted 35 observations over two semesters for seven GTAs who taught in different styles of classrooms (i.e., active learning classrooms and traditional classrooms). We found that both GTAs and students changed behaviors in response to a change from an active learning classroom to a traditional classroom. GTAs were found to be less interactive with student groups and to lecture at the whiteboard more frequently. Correspondingly, student engagement appeared to decrease as students asked fewer questions during one-on-one interactions. We suggest administrators and departments consider the impact of changing to a traditional classroom when implementing student-centered instruction and emphasize how to use classroom space in GTA professional development.

Impact of changing physical learning space on GTA and student behaviors

Groupwork is a seminal facet of many active learning science courses, and it can vary drastically from school to school. In this poster we use a narrative inquiry analysis to characterize the changing group work experience during the process of transferring from a two-year college (TYC) to a four-year college (FYC). We focus on one students experiences with groupwork, and draw on many types of datafieldnotes, interviews, and written journalscollected at both institutions. Specifically, the student describes working on a project in a certain research methods course at the TYC very positively. We contrast that setting with group work in the larger lecture classes at the FYC where students may not experience the same level of instructor support and student-teacher relationships. We explore how these interactions impact how the student experiences groupwork.

Transfer Student’s Narrative of Groupwork Characterized by Research Methods Course

"It is well known that plane waves in electricity and magnetism (E&M) are misunderstood. Particularly, the traditional visual representation of these plane waves is misleading, and students are confused by the waves' three-dimensional nature, which may contribute to difficulties in both polarization and diffraction. A wealth of possible improvements to the representation have been designed by various educators, programmers, and illustrators. A series of three qualitative studies was performed to separate out the visuals that aid in student understanding and to develop guidelines for designing visualizations. Large traveling planes of electric and magnetic field vectors improved student understanding without causing visual difficulties. Therefore, the visualization provided by the URL below is recommended for use as a replacement of the traditional representation in introductory physics course materials. The readers of this work are encouraged to use the visualization and share it with their departments and institutions. 
https://www.glowscript.org/#/user/mbwilson/folder/EMPlaneWaves/program/ElectromagneticPlaneWave"

E&M Plane Wave Visualization Designed for Improved Student Understanding

As education researchers gain a broader understanding of how students learn quantum mechanics, new pedagogical and technical resources are being developed to facilitate student learning. To further research-based knowledge of student learning of quantum mechanics, we present a study on the use of Quantum Composer, a flexible, flow-based tool for the exploration and simulation of quantum mechanical systems in one dimension. To explore Composer's impact on students' knowledge of quantum mechanics, we carried out think-aloud interviews where students worked through an exercise exploring the statics and time-dynamics of quantum states in single and double harmonic well potentials. Student \emph{Outcomes} are then cross-coded with their observed \emph{Interactions} with Composer. We find that defined \emph{Outcomes} of \emph{Recollection}, \emph{Reinforcement} and \emph{Discovery} happen most often when students are using the Composer tools that allow them to visualize quantum states, simulate their time dynamics, and change parameters repeatedly.

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Exploring student facility with "goes like" reasoning in introductory physics

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